1. Arlington Public Schools, ESOL/HILT Counselors, 20151

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3. 3 Language Development Cognitive Development Academic Development Social and Cultural Processes Language Acquisition for School, by Virginia P. Collier, 1994

4. Special Qualifications: Bilingual and Bicultural MA in Counseling, Psychology, Social Work Extensive experience counseling families and working with adolescents Knowledgeable about the diverse community Knowledgeable about community resources Arlington Public Schools, ESOL/HILT Counselors, 20154

5. 5 1.Highly educated, literate newcomers 2.Under -schooled newcomers 3.Long term ELLs with 6+ years of US schooling 4.ELLs progressing successfully through a developmental sequence 5.Struggling ELLs failing to make expected progress in the mainstream

6.  One: What I value most about my culture…  Two: What would I miss the most about my culture if I had to immigrate  Three: What strengths from your culture would you like to bring to the new culture? Arlington Public Schools, ESOL/HILT Counselors, 20156

7.  Acculturation is …the process that occurs when two cultures come into long-term contact, which produces changes in the language, behaviors, and values of individuals in both cultures. “Explaining the Gender Disparity in Latino Youth’s Education: Acculturation and Economic Value of Education”. Colón and Sanchez, 2010. Arlington Public Schools, ESOL/HILT Counselors, 20157

8. Factors Influencing Acculturation Family separation Reason for immigration SES Language Culture English proficiency/ education Arlington Public Schools, ESOL/HILT Counselors, 2015 8

9. Acceptance or Rejection of Dominant Culture Maintenance or Rejection of Original Culture Arlington Public Schools, ESOL/HILT Counselors, 20159

10. Immigration Elation Culture Shock (Resistance) Recovery and Optimism Integration (Acculturation) Model of Acculturation From “Teaching and Learning in Multicultural Schools”, Elizabeth Coelho, 1998; and http://www.helium.com/items/2168437-processes-of-culture-change-acculturation. 10

11. School/ Community Family Stress Immigration of Parent Child Arlington Public Schools, ESOL/HILT Counselors, 201511

12. Adaptation/IntegrationAssimilationMarginalization Healthy vs. Unhealthy Acculturation Arlington Public Schools, ESOL/HILT Counselors, 201512

13. Complete Assimilation Rejection of home culture Discard of native language Family and social difficulties Denial of previous identity MARGINALIZATION Rejection of new culture Rejection of new language Family and social difficulties Exclusion from new society COMPLETE ASSIMILATION Rejection of home culture Discard of native language Family and social difficulties Denial of previous identity Arlington Public Schools, ESOL/HILT Counselors, 201513

14.  Issues of Acculturation  Attachment  Separation  Resentment  Grief  Anger  Reunification  New family units  Differences in expectations Arlington Public Schools, ESOL/HILT Counselors, 201514

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20.  Reunification: ◦ Separation ◦ Attachment ◦ Anger ◦ Grief  Adaptation ◦ From excitement to frustration to anger Arlington Public Schools, ESOL/HILT Counselors, 201520

21.  Resentment  Commitment to family in their country.  Expectations ◦ Fit into the new family ◦ Care for siblings ◦ School attendance ◦ Contribute to household expenses ◦ Work Newly arrived ◦ Work vs. study ◦ Condition for staying in the USA ◦ Adult life in their countries Arlington Public Schools, ESOL/HILT Counselors, 2015 21

22.  Children that come without adults  Older relatives take them in  Expectations to work  School is temporary  Expectation to be independent  Little or poor supervision  Transient students Arlington Public Schools, ESOL/HILT Counselors, 201522

23.  Newly arrived students: Issues of acculturation  Reunited students: Issues of acculturation, separation, resentment, reunification  Selected According to Student Needs: 1.Skills– Empowerment, cohesiveness. 2.Academic and/or Attendance Groups 3.Relationships 4.Coping with trauma 5.Career exploration 6.Anger and stress management  Grade level groups  Support groups Arlington Public Schools, ESOL/HILT Counselors, 201523

24.  Bullying  Dating  Parental control  Gender roles in society  Religion  Domestic Violence  History of political tensions  Clothing  Eating habits  School system  Substance abuse Arlington Public Schools, ESOL/HILT Counselors, 201524

25. Students are able to process the impact of the immigration experience Students are able to concentrate in the academics during classes, instead of acting out their desperation Students find a place where others share their experiences and find solutions together Arlington Public Schools, ESOL/HILT Counselors, 201525

26.  Academic Language and Skills for Success (ALAS)  Parent Leadership Facilitation  Latino Youth Leadership Conference and other Leadership Opportunities  Multicultural Parent Conference  Clubs: Latin American Student Association, Hispanic Student Association, International Club, Latinos for Excellence  Lunch Bunch  Community Partnerships  The Dreamers Project  Parenting Workshops Arlington Public Schools, ESOL/HILT Counselors, 201526

27. “Their conversational ability in English is similar to that of a native speaker. Nevertheless, they have not developed academic English, and their school performance is well below average. They need academic support from teachers who are knowledgeable about second-language issues but they do not need the kind of support designed for special education students.” (Freeman & Freeman 2002, p. 29) Arlington Public Schools, ESOL/HILT Counselors, 2015 27

28. 7 years+ Low Literacy in 0wn language Below grade level achievement Low test scores False perception of their academic achievement Oral English proficiency vs. Academic English Proficiency Arlington Public Schools, ESOL/HILT, 2015 28

29. Experience conflicting cultural identification: -they are Americans but see themselves as marginalized Need support from staff who are knowledgeable about the process of acculturation Need support from staff knowledgeable about the process of English language acquisition Arlington Public Schools, ESOL/HILT Counselors, 201529

30. Resources: For information and specific ways of addressing the issues of Immigrant Reunification visit Silvia’ Burwell’s Blog: THE IMMIGRANT FAMILY: HEALING THE LOST BONDTHE IMMIGRANT FAMILY: HEALING THE LOST BOND MPI (Migration Policy Institute) Free Webinars on Regions: · Africa (sub-Saharan) Africa (sub-Saharan) · Asia and the PacificAsia and the Pacific · Central America & the CaribbeanCentral America & the Caribbean · EuropeEurope · European UnionEuropean Union · Middle East & North AfricaMiddle East & North Africa · North AmericaNorth America · United StatesUnited States · CanadaCanada · MexicoMexico · South AmericaSouth America Arlington Public Schools, ESOL/HILT Counselors, 201530

31. Reunifed Family Video Bridge Manual for research and assessment information regarding ELLs Email Francesca.reilly@apsva.us for more informationFrancesca.reilly@apsva.us For Descriptor of each English Language Proficiency Level visit WIDA Website: www.wida.com www.wida.com Arlington Public Schools, ESOL/HILT Counselors, 201531

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